The role and importance of the folk room in the dissemination of the extension of alphabet revolution

After the proclamation of the Republic, lots of innovations have been made in order to bring the society to the level of contemporary civilization. Lots of changes were made in the Ottoman period, but due to various reasons they could not be achieved or the things which were achieved were insufficient. One of the most important developments in the republican period was the letter revolution. In the years when the revolution was made, Public Schools were opened. Public Schools were responsible for dissemination of new letters through nation schools. The Republican People's Party (CHP), the ruling party of the period, founded Community Centers on 19 February 1932 to spread the innovations to the people's base. Community Centers also undertook important tasks in teaching the letters with the Public Courses and course branches. But most of the people used to live in the countryside at that time. In 1940 in the rural areas, which cannot be opened to public houses, an organization was established. In the Republican period, new educational institutions were opened and arrangements were made in order to improve education in Turkey. The executive staff gave great importance to formal education and at the same time, to make them literate people and to fulfill the needs of the citizens who were out of the formal education, Public Schools, Community Centers and Publicrooms were opened. In this study, which was prepeared as a doctorate thesis, the activities of Publicrooms which took on a lot of responsibilities on Public education especially in rural areas between 1940-1950 years to make the Turkish nation literate and to teach the new letters via reading and writing activities were discussed. These activities were covered by Publicrooms Turkish literacy courses in all regions in Turkey. The regions where Turkish literacy courses were most opened were Eastern, Southeastern Anatolia, some parts of the Black Sea Region and eastern regions of the Mediterranean. Courses were generally opened in places with low literacyrates. In addition, intensive activities were carried out in multi-lingual regions and areas of ethnic diversity. In this study, teaching and dissemination activities of new letters through the Turkish literacy courses of the Publicrooms were discussed. Keywords: Letter Revolution, Community Centers, Publicrooms, Turkish literacy activities, History of education, Education of public.